Creating SAC-based interactive learning media will "improve" the mathematical understanding of MTs students.

Authors

  • Nurrishma Syafaatul Husna UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia
  • Umy Zahroh UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia
  • Sutopo UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia

DOI:

https://doi.org/10.51773/ajst.v3i2.301

Keywords:

interactive learning media, mathematical understanding, smart apps creator, social arithmetic

Abstract

The lack of maximum creativity in educational resources also results in the level of involvement and understanding of mathematical ideas needing to be maximized, which is a general consequence of using less interesting learning media. Additionally, many students need help applying what they learn in class to real-world situations. This study aims to find out how well Smart App Creator-based interactive learning multimedia helps students understand mathematical ideas in terms of design, validity, usefulness, and effectiveness. The R&D method was used for this research. Various tests, surveys, questionnaires, and documentation studies can be used to collect information. The result of his work is a product called Interactive Learning Multimedia, based on Smart App Creator. Seventh-grade content from a social mathematics textbook was used. Borg and Gall's theory of media evolution can be seen in practice. This research shows that this research product was produced as a multimedia product for interactive learning of class VII social arithmetic based on Smart Apps Creator, valid media, and practical media, as demonstrated by the use of Smart Apps Creator learning media in the classroom. Student responses show that interactive learning media based on Smart Apps Creator has been proven to increase students' understanding of mathematics topics for MTS class students.

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Published

2023-10-12

How to Cite

Husna, N. S., Zahroh, U., & Sutopo, S. (2023). Creating SAC-based interactive learning media will "improve" the mathematical understanding of MTs students. AMCA Journal of Science and Technology, 3(2), 47–52. https://doi.org/10.51773/ajst.v3i2.301